The main objective of this methodological article is to discuss the contribution of response times as a tool in education research. The use of response times in research is largely a legacy of the work carried out in cognitive psychology, which has made it possible to describe the cognitive processes involved in information processing. In…

Background and Aims: The long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning…

Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners' full selves are engaged, and that…

Understanding the role of prior knowledge in human learning is essential for predicting, improving, and explaining competence acquisition. However, the size and breadth of this field make it difficult for researchers to glean a comprehensive overview. Hence, we conducted a bibliometric analysis of 13,507 relevant studies published between 1980 and…

Task design is an important element of effective mathematics teaching and learning. Past research in mathematics education has investigated task design in mathematics education from different perspectives (e.g., cognitive and cultural) and offered a number of (theoretical) frameworks and sets of principles. In this study, through a narrative…

The family of cognitive models sometimes referred to as the "Learning Pyramid" enjoys a considerable level of authority within several areas of educational studies, despite that nobody knows how they originated or whether they were supported by any empirical evidence. This article investigates the early history of these models. Through…

In recent years, several theoretical discussions as to the relationship between neuroscience and education have been held. Researchers have started to have cooperation over neuroscience and the interdisciplinary researches in which education is included. It was found that there were interactions between cognitive neuroscience and educational…

A critical problem with the examination of learning in education is that there is an underlying assumption that the dynamic systems associated with student information processing can be measured using static linear assessments. This static linear approach does not provide sufficient ability to characterize learning. Much of the modern research…

As scientific models of student thinking, learning progressions (LPs) have been evaluated in terms of one important, but limited, criterion: fit to empirical data. We argue that LPs are not empirically adequate, largely because they rely on problematic assumptions of theory-like coherence in students' thinking. Through an empirical investigation…

Part 1 in this four-part series of articles discussed Piaget's theories of learning and development (Crossland, 2016). Part 2 explores how post-Piagetian researchers have addressed criticisms of Piaget's theories by linking recent evidence including that from neuroscience. The outcomes show that good teachers make a difference by implementing…

Parts 1 and 2 in this four-part series of articles (Crossland, 2016, 2017a) discussed the recent research from neuroscience linked to concepts from cognitive development that brought Piaget's theories into the 21st century and showed the most effective provision towards more optimal learning strategies. Part 2 reviewed Demetriou's latest thinking…

In recent years, learning process data have become increasingly easy to collect through computer-based learning environments. This has led to increased interest in the field of "learning analytics," which is concerned with leveraging learning process data in order to better understand, and ultimately to improve, teaching and learning. In…

Parts 1 and 2 in this four-part series of articles (Crossland, 2016, 2017) discussed the recent research from neuroscience linked to concepts from cognitive development that brought Piaget's theories into the 21st century and showed the most effective provision towards more optimal learning strategies. Then the discussion moved onto Demetriou's…

The research questions a teacher would ask of neuroscience require answers researched within a typical classroom context. Unfortunately this research has rarely been available. The Education Endowment Foundation recently set up six projects applying evidence from neuroscience and educational studies to the classroom context. Most of the evaluation…

Recent years have seen a dynamic growth of research communities addressing conditions, processes and outcomes of learning in formal and informal environments. Two of them have markedly advanced the field: The community on research on learning and instruction that has been organized in the European Association for Research on Learning and…